This is activity 1.1 in the series of activities designed to support professional development through integrating rich tasks. This activity looks specifically at what makes an activity "rich".
These two tasks are designed to support professional development on integrating rich tasks. You are asked to think about what problems that encourage Higher Order Thinking Skills look like.
This professional development activity encourages you to investigate what is meant by higher-order thinking skills.
This professional development activity encourages you to investigate how rich tasks and problem solving link together.
This professional development activity encourages you to investigate what pupils are doing when they problem solving.
This professional development activity looks at what teachers can do to support learners engaging with rich tasks
The aim of this professional development activity is to draw your attention to tasks you already use and what you might do in the classroom to make them richer.
The aim of this professional development activity is to successfully integrate some rich tasks into your curriculum planning.
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through peer observation
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum through evaluating a theme
This professional development activity is designed to help you assess your embedding of rich tasks into the curriculum and, in particular, think about what to do next
This is the introductory page of a set of resources designed to support teachers in using rich tasks in their daily mathematics lesson.
Jennifer Piggott and Charlie Gilderdale describe a free interactive circular geoboard environment that can lead learners to pose mathematical questions.
Simon Singh describes PKC, its origins, and why the science of code making and breaking is such a secret occupation.
Alf and Tracy explain how the Kingsfield School maths department use common tasks to encourage all students to think mathematically about key areas in the curriculum.
This article supplies teachers with information that may be useful in better understanding the nature of games and their role in teaching and learning mathematics.
This article, the second in the series, looks at some different types of games and the sort of mathematical thinking they can develop.
Basic strategy games are particularly suitable as starting points for investigations. Players instinctively try to discover a winning strategy, and usually the best way to do this is to analyse the outcomes of series of 'moves'. With a little encouragement from the teacher, a mathematical investigation is born.
Not all of us a bursting with creative game ideas, but there are several ways to go about creating a game that will assist even the busiest and most reluctant game designer.
What does logic mean to us and is that different to mathematical logic? We will explore these questions in this article.